The Conservation of Energy Concept in Ninth Grade General Science, Final Report.

Autor/inn/en	Shockley, William; und weitere
Institution	Stanford Univ., CA. School of Education.
Titel	The Conservation of Energy Concept in Ninth Grade General Science, Final Report.
Quelle	(1968), (93 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Curriculum; Curriculum Development; Educational Objectives; Evaluation; General Science; Grade 9; Inservice Teacher Education; Instruction; Instructional Materials; Learning; Physical Sciences; Physics; Problem Solving; Science Activities; Scientific Concepts; Secondary School Science; Teaching Methods; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Evaluierung; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerfortbildung; Teaching process; Unterrichtsprozess; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernen; Natural sciences; Naturwissenschaften; Naturwissenschaft; Physik; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Discussed is an instructional approach, "concept-distillation," which involves experiences, games, and puzzles that have the "distilled essence" of the basic concepts of the physical sciences. This approach is designed to impart a vivid and dramatic meaning and structure of the sciences for transfer in scientific thinking. The materials consist of a series of five booklets of text and exercises (total class time, 10 hours). Central to four of these is the invariance principle of the odd-even sequence of whole numbers. One booklet introduces the principles of physical optics, while others involve the invariance principle in (1) center of gravity of rigid bodies, (2) laws of moments of levers, (3) gravitational potential energy, and (4) Archimedes' Principle. In the summer of 1967, experimental testing of the program was conducted, using students studying Introductory Physical Science (IPS) and the Earth Science Curriculum Project (ESCP) materials as the comparison groups. The conclusion drawn was that this program is capable of producing changes in attitudes about science and problem solving. This report contains the conceptual, theoretical, organizational, administrative, implementative, and evaluative aspects of the program while the actual materials and appendixes are contained in another volume. (DH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC